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Mô tả: Date of planning : 10.05.2024 Period 97 UNIT 10: ENERGY SOURCES Lesson 2.1 – New words and Reading (Page 79) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know some new words about things relating to energy (wind turbine, power play, solar panel, nuclear power) and adjectives about advantages and disadvantages of energy sources ( renewable, non-renewable, cheap, expensive, polluting, dangerous, clean, noisy). - talk about advantages and disadvantages of energy sources. - read a text about choosing the best option for energy to understand general and specific information. *Students read a text about choosing the best option for energy to understand general and specific information. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - save energy. - choose suitable and economical types of energy for everyday use. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, pictures. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Match the words with the pictures. - Ss’ answers. - T’s feedback/Peers’ feedback. - Add each word/phrase (5–9) to the correct column. Listen and repeat. - Ss’ answers/ presentation. - T’s observation / feedback. - Discuss which energies you think are clean to run or cause pollution. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the text and underline the correct title. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read and answer the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Which of the energy sources is the best choice for the future of your country? - Ss’ answers/ presentation. - T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of planning Absentstudents 7A 7B 7C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Introduce: adjectives to talk about advantages and disadvantages of energy sources. / Introduce devices to exploit energy. c) Expected outcomes: Ss have general ideas about the topic of the new lesson: Advantages and disadvantages of energy sources. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Introduce: Adjectives used to talk about advantages and disadvantages of energy sources. - Show list of adjectives, have Ss work in pairs divide them into 2 groups: positive and negative. - Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson: Advantages and disadvantages of energy sources. *Suggested adjective list: polluting, clean, safe, limited, abundant, expensive, dangerous, cheap, renewable, non-renewable, noisy, harmful, available.  Option 2: Vocabulary (use New words part a for warm up activity) - Have Ss close books and notebooks. - Show pictures and words, have Ss do the matching activity. - Call Ss to give answers. - Give feedback. - Introduce the new lesson. *Illustration: - Work in pairs. - Give answers. Answer keys - Positive: clean, safe, abundant, cheap, renewable, available - Negative: polluting, limited, expensive, dangerous, non-renewable, noisy, harmful - Close books and notebooks. - Work in pairs, then give answers. - Listen. Answer keys - A: wind turbine - B: solar panel - C: power plant - D: nuclear power B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some words about energy. b) Content: - Vocabulary study: wind turbine, power play, solar panel, nuclear power, renewable, non-renewable, cheap, expensive, polluting, dangerous, clean, noisy. - Match the words with the pictures. Add each word/phrase (5–9) to the correct column. Listen and repeat. - Speaking: Discuss which energies you think are clean to run or cause pollution. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Match the words with the pictures.  Option 1 - Demonstrate the activity, using the example. - Have Ss match the words with the pictures. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class using DCR. - Correct Ss’ pronunciation.  Option 2: - Demonstrate the activity, using the example. - Have Ss match the words with the pictures. (T uses different pictures and different orders from those in the textbook.) - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class. - Correct Ss’ pronunciation. *Illustration: Task b. Add each word/phrase (5–9) to the correct column. Listen and repeat. - Demonstrate the activity on DCR, using the example. - Have Ss add each word/phrase (5–9) to the correct column. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class using DCR. - Play audio (CD2 – Track 29). Have Ss listen and repeat. - Correct Ss’ pronunciation. Task c. Discuss which energies you think are clean to run or cause pollution. - Have pairs discuss which energies they think are clean to run or cause pollution. - Have Ss share their answers in front of the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. Answer keys - Look and listen. - Work individually. - Work in pairs. - Give answers. Answer keys - A: nuclear power - B: wind turbine - C: solar panel - D: power plant - Listen. - Work in pairs. - Exchange answers. - Give answers. - Listen and repeat. Answer keys - Work in pairs. - Present. Sample answers  Activity 2: While - Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read the text and underline the correct title. - Read and answer the questions. c) Expected outcomes: Students can read a text and understand more about advantages and disadvantages of energy sources. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the text and underline the correct title. - Ask Ss to scan the text scan the text, then underline the correct title. - Remind Ss to underline or highlight the keywords or supporting ideas for their answers. - Have some Ss share their answers with the class (read), explain for their answers. - Give feedback. - Give feedback and correct Ss’ answers if necessary. Task b. Read and answer the questions. - Have Ss look at the content of task b. - Have Ss underline key words. - Have Ss scan the text again, and answer the questions. - Elicit answers from different pairs. - Give feedback and evaluation. - Work individually: Scan the text underline the correct title. - Read answers, explain. - Check answers. Answer keys - Read. - Work in pairs to answer the questions. - Read answers. Answer keys  Activity 3: Post - Reading (5’) a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: Which of the energy sources is the best choice for the future of your country? c) Expected outcomes: Students can express their choice for the future of Vietnam. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: Which of the energy sources is the best choice for the future of your country? - Have Ss work in pairs to answer the questions. - Go round and give help if necessary. - Call some Ss to share their ideas with the whole class. - Give feedback and evaluation. - Discuss in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: - Words about things relating to energy (wind turbine, power play, solar panel, nuclear power) and adjectives about advantages and disadvantages of energy sources (renewable, non-renewable, cheap, expensive, polluting, dangerous, clean, noisy). * Homework: - Learn the new words by heart. - Do the exercises in WB: New words + Reading (pages 58, 59). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 62). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 10 - Lesson 2.2 – Grammar (page 80 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………… ***************** Date of planning : 10.05.2024 Period 98 UNIT 10: ENERGY SOURCES Lesson 2.2 - Grammar (Page 80) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - use connectors: and, but correctly. - talk about benefits and drawbacks of energy sources. *Students with disabilities use connectors: and, but correctly. 1.2. Competences - improve speaking, listening and writing skills. - improve the use of English. 1.3. Attributes - save energy. - choose suitable and economical types of energy for everyday use. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ task. - T’s observation. - Write sentences, using the prompts. - Ss’ answers. - T’s feedback/Peers’ feedback. - Fill in the blanks using “and” or “but”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Make sentences about different types of transportation. Use the prompts. - Ss’ performance/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 7A 7B 7C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Review: Adjectives used to talk about advantages and disadvantages of energy sources. c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar points they are going to study in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Jumbles words - Have Ss close all books. - Have Ss work in pairs to rearrange letters to make a meaningful word in each number. - Call Ss to give answers, have Ss read the words again, tell the meaning. - Lead to the new lesson. *Illustration: 1. NAECL 2. EAPHC 3. WAENERBEL 4. PIVEEXNSE 5. RANDEGUSO  Option 2: Number the pictures - Have Ss work in pairs to number the pictures. - Call Ss to give answers, read the adjectives again and tell the meaning. - Give feedback. - Lead to the new lesson. *Illustration: - Close books. - Work in pairs. - Give answers. - Listen. Answers keys 1. CLEAN 2. CHEAP 3. RENEWABLE 4. EXPENSIVE 5. DANGEROUS - Work in pairs. - Give answers. - Listen. Answers keys A. 6 B. 5 C. 3 D. 1 E. 4 F. 2 B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce: Connectors: and, but. b) Content: - Listen and repeat. - Introduce the grammar point: Connectors: and, but. c) Expected outcomes: Ss know how to use Connectors: and, but to do some following exercises. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen and repeat. - Have Ss look at the picture using DCR. - Play audio (CD2 – Track 30) and have Ss listen and read the speech bubbles. - Play the audio again and have Ss listen and repeat. Grammar box - Have Ss look at the grammar explanation and read: Connectors: and, but - Have Ss read the examples with different forms. - Briefly explain the grammar point. - Ask Ss to make sentences with Connectors: and, but. - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Look and read. - Listen and take notes. - Make sentences.  Activity 2: Practice (19’) a) Objective: Students can use Connectors: and, but correctly. b) Content: - Write sentences, using the prompts. - Fill in the blanks using “and” or “but. c) Expected outcomes: Students can use Connectors: and, but to talk about benefits and drawbacks of energy sources. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Write sentences, using the prompts. - Demonstrate the activity using DCR. - Have students write sentences, using the prompts. - Have pairs check each other's work. - Have some students share their answers with the class. - Check Ss’ answers, give feedback. Task c. Fill in the blanks using “and” or “but”. - Demonstrate the activity on DCR using the example. - Have students fill in the blanks using “and” or “but. - Have students check their answers with a partner. - Check answers as a whole class using DCR. - Look and listen. - Work individually. - Work in pairs. - Write answers on the board. Answer keys - Look and listen. - Work individually. - Work in pairs. - Give answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Make sentences about different types of transportation. Use the prompts. c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. Make sentences about different types of transportation. Use the prompts. - Divide class into pairs. - Have Ss make sentences about different types of transportation. Use the prompts. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Work in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) *Consolidation - Connectors: and, but * Homework: - Make 2 sentences, use Connectors: and, but. - Do the exercises in WB: Grammar (page 59). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 63). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 81 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………… c. What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………… Date of planning : 10.05.2024 Period 99 UNIT 10: ENERGY SOURCES Lesson 2.3 – Pronunciation and Speaking (Page 81) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - distinguish and pronounce the sound change of “and” correctly. - talk about advantages and disadvantages of energy sources. *Students with disabilities distinguish and pronounce the sound change of “and” correctly. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - save energy. - choose suitable and economical types of energy for everyday use. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen. Notice the sound changes of the underlined words. - Ss’ performance and answers. - T’s observation. - Listen and cross out the sentence that doesn’t follow the note in “a”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the sentences with the correct sound changes to a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Ask and answer. - Ss’ performance. - T’s feedback/Peers’ feedback. - Discuss the advantages and disadvantages of the energy sources, and say why each would be good or bad for your city/town. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Now, decide on the three best options, and what percentage each source should be. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent student 7A 7B 7C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Review: and, but / Review: Energy sources. c) Expected outcomes: Ss review the old knowledge and get to know what they are going to study in the new lesson and use them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Review: and, but - Give Ss a small exercise: Rearrange the words to make a meaningful sentence. - Have Ss work in groups in 3 minutes, then give answers. - Check Ss’ answers, give feedback. - Correct Ss’ answers if necessary. - Lead to the new lesson. *Illustration: 1. Hydropower / clean / expensive / build / but / is / is / it / to // 2. easy / cheap / use / is / to / and / Coal // 3. hometown / noisy / but / love / is / I / there / living / My // 4. save / and / clean / they / Solar panels / money / are //  Option 2: Review: Energy sources - Have Ss close all books. - Give Ss some information about some energy sources. - Have Ss read and answer: What source of energy is it? - Give feedback, give correct answers. - Lead to the new lesson. *Illustration: What source of energy is it? 1. It is expensive to build. It is cheap and clean. It needs windy location. 2. It is expensive to build. It is cheap and clean. It needs big rivers 3. It is expensive to build. It is renewable. It doesn’t work at night. 4. It is expensive to build. It is clean. It may be dangerous. - Work in pairs to rearrange the words to make a meaningful sentence. - Give answers. - Listen. Answer keys 1. Hydropower is clean but it is expensive to build. 2. Coal is cheap and easy to use. 3. My hometown is noisy but I love living there. 4. Solar panels save money and they are clean. - Close all books. - Read and answer: What source of energy is it? - Give answers. Answer keys 1. It is expensive to build. It is cheap and clean. It needs windy location. *WIND ENERGY 2. It is expensive to build. It is cheap and clean. It needs big rivers *HYDROPOWER 3. It is expensive to build. It is renewable. It doesn’t work at night. *SOLAR ENERGY 4. It is expensive to build. It is clean. It may be dangerous. *NUCLEAR POWER B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (7’) a) Objective: the sound change of “and”. b) Content: - recognize: the sound change of “and”. - listen to the sound change of “and”. Cross out the word that doesn’t follow the note in “a”. - practice. c) Expected outcomes: Ss distinguish and pronounce the sound change of “and” correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen. Notice the sound changes of the underlined words. - Play the recording (CD2, track 31). - Ask Ss to listen and focus on sound changes of the underlined words. - Play the recording again, have Ss listen and repeat with a focus on the sound feature. - Explain: Task c + d. Listen and cross out the sentence that doesn’t follow the note in “a”. Read the sentences with the correct sound changes to a partner. - Play the recording (CD 2 – Track 32), have Ss listen, then cross out the sentence that doesn’t follow the note in “a”. - Call Ss to give answers. - Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation. - Have Ss read the sentences with the correct sound changes to a partner. - Listen. - Listen again and repeat. - Listen. - Listen and give answers. - Read the sentences with the correct sound changes to a partner. Answers keys  Activity 2: While-speaking (23’) a) Objective: Students can talk about advantages and disadvantages of energy sources. b) Content: - Ask and answer. - Discuss the advantages and disadvantages of the energy sources, and say why each would be good or bad for your city/town. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE: Ask and answer. - Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs. - Have pairs read the information in the table, practice the conversation. - Swap roles and repeat. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: * Task a. Discuss the advantages and disadvantages of the energy sources, and say why each would be good or bad for your city/town. - Demonstrate the activity by practicing the activity with a student. - Divide the class into pairs. - Have pairs discuss the advantages and disadvantages of the energy sources and why each would be good or bad for their city/town. - Observe, give help if necessary. - Observe, listen. - Work in pairs. - Present. - Observe, listen. - Work in pairs.  Activity 3: Production (5’) a) Objective: Students can decide the best options and the amount of energy should be used. b) Content: Decide on the three best options, and what percentage each source should be. c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES SPEAKING: Task b. Decide on the three best options, and what percentage each source should be - Have pairs choose the three best energy sources for their city/town. - Have pairs decide on how much of their city/town's total energy they will get from each source. - Have some students share their ideas with the class. - Give feedback and evaluation. - Discuss in pairs / groups. - Present. C. Consolidation and homework assignments (5’) * Consolidation: The sound change of “and”. * Homework: - Practice: The sound change of “and”. - Prepare: Unit 10 - Lesson 3 –Listening and Reading (page 82 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 62 & 63). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………… d. What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………